英语专业 (教育学方向).doc
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1、Negative Transfer of Mother TongueThe Main Cause of Chinglish题 目: 母语负迁移中式英语的主要成因Contents1. Introduction.12. Language Transfer Theory.2 2.1 Concept of transfer.2 2.2 Positive transfer2 2.3 Negative transfer.33. The Representation of Negative Transfer in Chinglish5 3.1 The phonetic level5 3.1.1 The mi
2、staken addition of certain sounds.5 3.1.2 The mis-replacement of certain sounds.5 3.1.3 The mis-arrangement of stress6 3.2 The lexical level.6 3.2.1 Incorrect morphological change.6 3.2.2 Improper collocation.7 3.2.3 Redundancy.8 3.3 The syntactic level.9 3.3.1 Mistakes in word sequence.9 3.3.2 Misu
3、se of different parts of speech.9 3.3.3 Ignorance of certain fixed structures.10 3.3.4 Overuse of logical connectives.11 3.4 The pragmatic level11 3.4.1 Pragmalinguistic failure11 3.4.2 Sociopragmatic failure.124. Possible Remedies to Avoid or Reduce Chinglish.13 4.1 The perfection of Chinese.13 4.2
4、 The improvement of English.135. Conclusion.15Works Cited16Title: Negative Transfer of Mother TongueThe Main Cause of ChinglishAbstract: Chinglish refers to a kind of intermediary language resulting from the negative transfer of Chinese thinking pattern and expressing habit. It is the problem that c
5、ommonly exists in Chinese peoples learning and using English. It should be noted that Chinglish is abnormal English and is an obstacle in international communication. Thus, efforts should be made to seek the source of Chinglish and get rid of the negative influence. This paper makes a systematic and
6、 thorough discussion on Chinglish from the aspect of negative transfer, conducting a contrastive analysis on the phonetic, lexical, syntactical and pragmatic levels. The paper also offers some strategies to avoid or reduce Chinglish, aiming to help the readers refine their command of idiomatic Engli
7、sh.Key words: Chinglish; negative transfer; remedies 题目:母语负迁移中式英语的主要成因摘要:中式英语是指由汉语的思维模式和表达习惯产生的负迁移干扰而形成的一种中介语,是中国的英语学习者和使用者经常遇到的问题。应该注意到,中式英语是一种不合规范的英语,它的存在是国际交往中的一块绊脚石。因此,应该努力探求中式英语产生的源头,摆脱其负面影响。本文分别从语音、词汇、句法和语用层面进行了对比分析,从母语负迁移着手来系统、深入地探讨中式英语现象。同时,文章也提供了一些避免或减少中式英语的策略,旨在帮助广大读者掌握纯正地道的英语。 关键字:中式英语;负迁
8、移;补救措施AcknowledgementsOn the completion of my thesis, I would like to send my heartfelt thanks to Ms. , my supervisor, for her constructive suggestions, illuminative ideas, great patience and encouragement. Without her help, I would not have completed my thesis so smoothly and gained so much valuabl
9、e experience on thesis writing.I am indebted to all the teachers in the English Department. Their lectures and instructions have been of great help to my study.I am especially grateful to two of my high school classmates and Wang . They have both helped me gather a large number of relative materials
10、 by means of the Internet database in their colleges while such database is not so convenient in our school.I owe great gratitude to my friends for their constant concern, generous help, and meaningful comments on my study.Finally, my special thanks must go to my parents. Their love and encouragemen
11、t have been the greatest consolation whenever I encountered any difficulties. It is their continuous care and comfort that have contributed much to the final success of my thesis.1. IntroductionChinglish refers to the improper expressions that Chinese people make when they express their ideas either
12、 in oral or written form of English. According to the definition made by Joan Pinkham, “Chinglish, of course, is that misshapen, hybrid language that is neither English nor Chinese but that might be described as English with Chinese characteristics” (1). As an interlanguage, it is systematic, with i
13、ts own features, reflecting the interference of Chinese language structure and thought pattern. It is a continuum, in which the learners are moving closer and closer to the state of a native speaker, but never reach it. With the popularity of English in China, Chinglish can be found everywhere. It i
14、s not infrequent to find improper expressions of English in Chinese students writing and speaking, in their communication with native speakers and in numerous public signs around us. Of course, it is natural that when using English, different nations may mechanically follow the rules of their own la
15、nguages. In this sense, Chinglish is not something that deserves too much criticism owing to peoples learning environment and tradition. Nevertheless, such unidiomatic use may pose an obstacle to the successful communication in English. It can not only give rise to misunderstanding and embarrassment
16、 but also result in serious consequences. If Chinese English learners and users become used to these nonstandard expressions and make little effort to avoid them, they may easily fall slave to this fixed thinking pattern and never touch the essence of English. Especially with the frequent and all-si
17、ded international communication, the call for standard English among Chinese people is becoming increasingly urgent. Therefore, instead of ignoring such misuse, people should make effort to get rid of the negative influence of their mother tongue and master the idiomatic English.This paper tries to
18、explore the causes of Chinglish with regard to language transfer theory, aiming to dig up the elements of negative transfer that can lead to Chinglish at various levels and enable the readers to draw some lessons from the analysis so as to approach the most possibly idiomatic English.2. Language Tra
19、nsfer Theory Transfer and transfer theory could be traced back to as early as two hundred years ago. Yet, learning the transfer theory with regard to second language learning came into being just in the 1950s. First language to second language transfer (L1-L2 transfer) was first discussed in Selinke
20、r and other follow-up studies. These studies provided either evidences of transfer or the role of transfer in understanding the learners errors in particular. 2.1 Concept of transferThe word “transfer” could be used to mean “to carry-over or generalization of learned responses from one type of situa
21、tion to another, especially the application in one field of study or effort of knowledge, skill, power, or ability acquired in another” (“transfer”). Later, it was applied as “language transfer” or “linguistic transfer” in linguistics.In language, behaviorists define “transfer” as the process of aut
22、omatic, uncontrolled, and subconscious use of past-learned behavior in the attempt to produce new responses. Psycholinguists use the term to refer to the influence imposed by a learners possessed linguistic knowledge and skill upon the subsequent learning of new linguistic knowledge or skill. Terenc
23、e Odlin referred to “language transfer” as the “influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired” (27).For almost all the foreign language learners, they study the second language on t
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